The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related issues, and promoting the learning of p-12 students" (National Association of Professional Development schools, 2008, p. 1). While this description of a PDS refers to educators in general and uses inclusive language, in practice the primary focus of PDS partnerships has been on teaching and teacher preparation. The purpose of this article is to explore the rationale for, opportunities in, and feasiblity of expanding the model to include school counselors and to describe initial efforts at one university to integrate school counselor interns, school counselor mentors/on-site supervisors, and counselor education university faculty into PDS partnership. This article demonstrates how this model meets the NAPDS Nine Essentials. NAPDS Essentials Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #5/Engagement in and public sharing of the results of deliberate investigations of practice by respective participants; #6/An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings; #9/Dedicated and shared resources and formal rewards and recognition structures.